A.Applebee

B.Arend

B.Joyce

B.Sullo

C.Brodahl

C.Tomlinson

D.Lemov

D.Ogle

E.House

I.Jukes

J. J.Ketterer

J.Bertot

J.Bruner

J.Langer

J.Mathews

J.Watras

K.Bruffee

L.Introna

M.Dlab

P.Airasian

P.Bambrick-Santoyo

P.Subban

R.Marzano

R.Williams

S.Barkley

S.Blau

S.Wood

T.Friedman

This chapter is an exploration of Langer’s Envisioning Literature: Literary Understanding and Literature Instruction in the context of the 21st century. A social-constructivist, Langer identifies five stances that highly literate readers use to interpret a text. Noting that much of Langer’s oeuvre was written prior to the advent of the Internet, the author provides transformational teachers with research-based examples of skills and lessons for using Internet technology to tap into a diversity of voices in the literature classroom. Framed in the context of a society that has recently experienced the democratization of information, where citizens need to be able to quickly interpret a variety of voices, this chapter explores the social construction of knowledge in the classroom and online to prepare them to be participants in the social construction of knowledge in the Information Age.</jats:p

Mark Mouck

Crossref

Google Unbound

Google Unbound

Abstract

Similar works

Full text

Available Versions

Crossref